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The Fear Hunter game
Finding the treasure requires using the right map (asking the right questions) –
identifying and challenging obstacles in the path.
FAILING
TOO MUCH
RESPONSIBILITY
NETWORKING
PLAN THE
ATTACK
option 1.
Go to a networking party and talk to at
least 5 people
(take 2 steps forward)
option 2.
Walk up to 10 strangers in the street
and start a conversation(take 3 steps forward)
option 3.
Become a waitress on the weekend
(take 6 steps forward)
option 4.
Skip turn and go back to START.
1. pick a FEAR card
2. flip card and choose ONE course of action
3b. reflection phase - Did you learn anything? for each YES example, take 1 step forward. NO = 1 step back
4. repeat steps 1-3 as you travel across the board into Fearless Land (where fears are merely written about
in history books and trains run on their fossil fuels)
3a. reflection phase - How did you feel before? after?

Passion
and
Purpose
101

What

Optional
2+
level
course:
[1]
high
school
[2]
continuation
upon
college
entrance

Curriculum
is
designed
to
promote
self-‐reflection
habits
(at
a
younger
age)
and
encourage
the
development
of

self-‐awareness,
empathy
and
leadership
skills
(the
foundation
for
innovative
thinking
and
meaningful
vocation).

Why

Students
are
finding
themselves
at
a
loss
of
what
to
do,
not
only
upon
graduating
high
school,
but
now
college.

This
trend
points
to
[1]
more
educational
debt
(less
self-‐direction
requires
higher
and
higher
levels
of
formal

education)
[2]
less-‐innovative
population/economy
(future-‐workers
rely
on
existing
systems
to
lead
them
–
fear

of
risks;
base
actions
on
what
they
believe
will
keep
them
secure)
[3]
stunted
maturation
of
purpose
and

fulfillment
in
their
work.

Curriculum

Intro

-‐ background.
What
is
passion?
What
is
the
importance?
Biological/historical
information.
Show
inspiring

biographies
of
passionate
individuals

-‐ student
assessment.
Psychology/personality/IQ/vocation
tests

Labs/Workshops

-‐ begin
each
class
with
silent
meditation

-‐ first
5
days

5
job
shadows

-‐ pick
favorite
job
shadow
and
continue
semester
with
deeper
exploration

-‐ mentor
younger
students
(big
brother/sister)

-‐ experiential-‐based
class
presentations

Assignments

-‐ topic-‐guided
journal
keeping

o daily
reflections,
feelings

o what
do
you
love
doing
(now,
and
as
a
child)

o what
did
you
want
to
be
when
you
grew
up

o list
of
your
positive
qualities
and
perceived
weaknesses

o have
others
list
your
positive
qualities
(compare
to
self-‐assessment)

o bucket
list;
desired
legacy

o list
of
fears
–
pick
at
least
one
to
do
(ex.
hold
a
snake,
give
a
presentation)

-‐ interview
small
child
and
elder
on
values
–
compare
notes

-‐ job
shadow:

(1)
profession
of
choice
(2)
randomly(teacher)
chosen
(3)
something
of
opposing
interest

-‐ community-‐based
volunteer
work

Lectures
+
Supportive
materials

-‐ TED
talks

-‐ Inspirational
readings

-‐ Guest
speakers
from
VARIOUS
fields
(share
story/roots/how
they
found
their
passion)

-‐ Visiting
creative
lab-‐teachers
(design,
drawing,
writing,
photography,
singing,
dance,
etc.)

-‐ Casual
atmosphere
-‐
no
chairs,
no
desks.
“pilates
balls”
/
blocks
to
sit;
movable
classroom
utilities
(white

boards,
supplies,
tables,
curtains,
etc.)
chocolate
(good
for
mood!)

/
?
/

-‐ Could
this
be
condensed
or
compartmentalized
>
a
workshop
>
series
of
workshops/classes
within
a

broader
curriculum?

-‐ Can
this
be
directed
towards
students
not
pursuing
‘university’
education
(ex.
the
trades)?
Are
the

skills/experiences
emphasized
here
all
equally
important/necessary
in
each
case?

-‐

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3 // PROTOTYPE

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3 // PROTOTYPE